TUSD Scoring Extended Writing Using the PARCC Rubric as Framework September 2014

Outcomes  Describe the components of the ELA Writing Rubric

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Shows Comprehension of Source Text Ideas/Details Provides an accurate analysis of text’s explicit & inferential content Cites convincing textual evidence for the analysis Demonstrates full comprehension of text’s complex ideas Provides an accurate analysis of text’s explicit & inferential content Cites textual evidence to support the analysis Shows extensive comprehension of the text’s ideas Has a mostly accurate analysis of text’s explicit & inferential content Cites textual evidence to support the analysis Shows a basic comprehension of the text’s ideas Has a minimally accurate analysis of text’s content Cites some textual evidence for the analysis Shows a limited comprehension of the text’s ideas Has an inaccurate analysis of text’s content Shows a little to no comprehension of the text’s ideas

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Shows Comprehension of Source Text Ideas/Details Provides an accurate analysis of text’s explicit & inferential content Cites convincing textual evidence for the analysis Demonstrates full comprehension of text’s complex ideas Provides an accurate analysis of text’s explicit & inferential content Cites textual evidence to support the analysis Shows extensive comprehension of the text’s ideas Has a mostly accurate analysis of text’s explicit & inferential content Cites textual evidence to support the analysis Shows a basic comprehension of the text’s ideas Has a minimally accurate analysis of text’s content Cites some textual evidence for the analysis Shows a limited comprehension of the text’s ideas Has an inaccurate analysis of text’s content Shows a little to no comprehension of the text’s ideas

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Own Ideas Developed in the Written Response Addresses the prompt Effectively develops the claim, topic, narrative Has convincing details, reasoning & text-based evidence appropriate for task, purpose & audience Addresses the prompt Develops the claim, topic or narrative Uses details, reasoning & text-based evidence appropriate for the task, purpose & audience Addresses the prompt Develops a claim, topic or narrative somewhat Uses details, reasoning & text- based evidence somewhat appropriate for the task, purpose & audience Addresses the prompt Develops a claim, topic or narrative minimally Uses limited details, reasoning & evidence that is only limitedly appropriate for the task, purpose & audience Is underdeveloped Is inappropriate for the task, purpose & audience

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Own Ideas Developed in the Written Response Addresses the prompt Effectively develops the claim, topic, narrative Has convincing details, reasoning & text-based evidence appropriate for task, purpose & audience Addresses the prompt Develops the claim, topic or narrative Uses details, reasoning & text-based evidence appropriate for the task, purpose & audience Addresses the prompt Develops a claim, topic or narrative somewhat Uses details, reasoning & text- based evidence somewhat appropriate for the task, purpose & audience Addresses the prompt Develops a claim, topic or narrative minimally Uses limited details, reasoning & evidence that is only limitedly appropriate for the task, purpose & audience Is underdeveloped Is inappropriate for the task, purpose & audience

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Organization of the Written Response Is purposefully clear, coherent and cohesive Has a strong intro and conclusion Has a logical progression of ideas that facilitate understanding the writer’s position Is mostly clear, coherent and cohesive Has a conclusion and introduction Has a logical progression of ideas that facilitate understanding the writer’s position Has some clarity, coherence and cohesion Has a conclusion and introduction Has a logical grouping of ideas that makes the writer’s view discernable but not obvious Has limited clarity, coherence and cohesion Leaves the writer’s progression of ideas unclear Has a lack of clarity, coherence and cohesion

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Organization of the Written Response Is purposefully clear, coherent and cohesive Has a strong intro and conclusion Has a logical progression of ideas that facilitate understanding the writer’s position Is mostly clear, coherent and cohesive Has a conclusion and introduction Has a logical progression of ideas that facilitate understanding the writer’s position Has some clarity, coherence and cohesion Has a conclusion and introduction Has a logical grouping of ideas that makes the writer’s view discernable but not obvious Has limited clarity, coherence and cohesion Leaves the writer’s progression of ideas unclear Has a lack of clarity, coherence and cohesion

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Clarity of Language in the Response Establishes & maintains an effective style & tone Uses precise language consistently (sensory details, descriptive words and phrases, transitional and linking words, domain-specific vocabulary Establishes & maintains an effective style & tone Uses mostly precise language (descriptive words & phrases, sensory details, transitional and linking words, domain- specific vocabulary Establishes & maintains a mostly effective style Has some precise words & phrases, sensory details, transitional and linking words, domain-specific vocabulary Uses a style that has a limited effectiveness Uses limitedly descriptive words & phrases, sensory details, transitional and linking words, and domain- specific vocabulary Has an inappropriate style Uses little if any descriptive language

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Clarity of Language in the Response Establishes & maintains an effective style & tone Uses precise language consistently (sensory details, descriptive words and phrases, transitional and linking words, domain-specific vocabulary Establishes & maintains an effective style & tone Uses mostly precise language (descriptive words & phrases, sensory details, transitional and linking words, domain- specific vocabulary Establishes & maintains a mostly effective style Has some precise words & phrases, sensory details, transitional and linking words, domain-specific vocabulary Uses a style that has a limited effectiveness Uses limitedly descriptive words & phrases, sensory details, transitional and linking words, and domain- specific vocabulary Has an inappropriate style Uses little if any descriptive language

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Knowledge of Writing Conventions Strongly commands the conventions of standard English consistent with effective editing Despite a few minor errors in grammar & usage, the meaning is clear throughout Has command of the conventions of standard English consistent with edited writing May have a few distracting of errors in grammar/usage but the meaning is clear overall Has spotty command of the conventions of standard English consistent with editing May show a pattern of grammar & usage errors that at times impedes understanding Has limited command of the conventions of standard English consistent with editing Has many distracting errors in grammar & usage that at times impede understanding Has little to no command of the conventions of standard English Has frequent distracting errors in grammar & usage, often impeding understanding

Grades 6-12: Scoring Rubric for Analytic Writing Score Point = 4 Score Point = 3 Score Point = 2 Score Point = 1 Score Point = 0 Knowledge of Writing Conventions Strongly commands the conventions of standard English consistent with effective editing Despite a few minor errors in grammar & usage, the meaning is clear throughout Has command of the conventions of standard English consistent with edited writing May have a few distracting of errors in grammar/usage but the meaning is clear overall Has spotty command of the conventions of standard English consistent with editing May show a pattern of grammar & usage errors that at times impedes understanding Has limited command of the conventions of standard English consistent with editing Has many distracting errors in grammar & usage that at times impede understanding Has little to no command of the conventions of standard English Has frequent distracting errors in grammar & usage, often impeding understanding

9 th -10 th Grade Argument Text  PROMPT: Write an argumentative essay in which you make a case for the speaker whom you think makes the strongest argument to promote racial equality. Consider each speaker’s use of claims, counterclaims, reasons, evidence, and methods when making your determination.  Individually, read the text from Students A score the writing based on the 6-12 Grade Rubric criteria.

Table Discussion  Review and discuss your scores for each construct.  You have reached consensus if you are within a point. The higher score prevails.

Reflection Answer the following on a sticky note and post on the “Questions” poster before you leave.  What questions do you have regarding the ELA rubric?  What questions do you have regarding the scoring process?